Mathematics

Linear Algebra and Geometry is organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.

Access Link:

https://bookstore.ams.org/text-46/

Lead Organization(s):

Education Development Center, Inc. (EDC)

Year:

2019

Short Description:

Linear Algebra and Geometry is aimed at preservice and practicing high school mathematics teachers and advanced high school students looking for an addition to or replacement for calculus. The materials are organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.

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Addressing Misconceptions in Secondary Geometry Proof

Geometry

Mathematics

Assessment

Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).

Access Link:

https://www.nctm.org/Publications/Mathematics-Teacher/2019/Vol112/Issue6/Address...

Lead Organization(s):

University of Delaware (UD)

Year:

2019

Short Description:

Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

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Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices

Mathematics

Broadening Participation

Classroom Practice

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement.

Lead Organization(s):

University of Pittsburgh (Pitt)

Year:

2018

Short Description:

Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.

Resource(s):

Student learning emotions in middle school mathematics classrooms.pdf

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Does student-centered instruction engage students differently? The moderation effect of student ethnicity

Mathematics

Broadening Participation

Classroom Practice

Student Attitudes/Beliefs

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied.

Lead Organization(s):

University of Pittsburgh (Pitt)

Year:

2018

Short Description:

This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.

Resource(s):

does student-centered instruction engage students differently.pdf

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Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School

Mathematics

Science

Achievement

Broadening Participation

Student Attitudes/Beliefs

School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-conceptualized as a multi-contextual construct that includes both academic and social contexts of school.

Lead Organization(s):

University of Pittsburgh (Pitt)

Year:

2019

Short Description:

A school-wide and multi-contextual perspective on student engagement in school.

Resource(s):

Wang-Hofkens2019_Article_BeyondClassroomAcademicsASchoo.pdf